Efforts to make schools more collaborative are likely to evoke concerns and conflicts regarding territory, as administrators, teachers, and staff members are compelled to interact differently in both physical and psychological spaces. Territoriality, as an organizational construct, examines how people negotiate issues of space, ownership, identity, and power. Organizational effectiveness in schools may depend, in part, on how school community members negotiate the boundaries of territoriality. The purpose of this study is to analyze related research in an effort to gain a better understanding of the construct of territoriality and its application in the organizational context of schools.